This study is an investigation of the English language learning aspirations and deprivations of female rural migrant youth in technical and vocational education and training (TVET) schools in two locales in western China. This study adopted basic interpretive research focused on individual voices and experiences. The capability approach provided the conceptual framework. Participants in this research primarily aspired to learn English for instrumental purposes: to pass exams, earn higher degrees, find better jobs in cities, and support their children in learning English. A lack of English proficiency, economic situation, and living environment greatly limited their aspirations. Participants showed a spectrum of levels of aspirations of English learning. For participants with low levels of English proficiency, their English could neither support their educational and employment goals nor inspire them for greater future plans. Participants from the TVET-university joint program formulated a stronger and wider range of aspirations when compared to those encapsulated in secondary TVET. Recommendations include increasing opportunities for exposure to English, reforming exam-oriented English learning, enriching the prevailing culture of learning and the perceived value and social uses of English, increasing TVET school and university cooperation, and adapting the TVET English curriculum to economic imperatives.